Department of Marketing Studies &International Marketing Essay

Here is my report on â€Å"Foreign Exchange policy of EXIM BANK Limited : A Critical Evaluation † submitted to your honor. A methodological research was conducted to prepare the report for fulfillment of the requirement of Internship Program, an integral part to the academic curriculum for MBA. This report has been prepared on the basis of the findings out of the research work with practical knowledge, which includes collection of primary and secondary data, discussion with the executives and study on relevant books and publications. I have studied on relevant issues and tried to highlight the pros and cons of it accordingly in this regard. I have also tried to reflect all the findings of my study in this report to the point to make it a rich one. I would like to express my gratitude for your kind guidance in completion of the report assigned for me. I sincerely hope that this report will meet your expectation and will serve its purposes. Thanking you. Sincerely yours (Trishita Chowdhoury) Class Roll no.: 15036 Exam. Roll no.: 2000/88 Registration no.: 2445 MBA, Department of Marketing Studies &International Marketing University of Chittagong. ACKNOWLEDGEMENT All the praise and admiration for almighty God the most gracious, most merciful that has enabled me for successful completion and submission of this dissertation timely. I would like to express profound gratitude and indebtedness to my honorable teacher and Internship supervisor â€Å"Mr. Bazlur Rahman† Associate Professor Department of marketing, University of Chittagong, Bangladesh, for his direct concern, professional guidance, encouragement during my research work and for his critical suggestions and corrections of the manuscript in the preparation of this Internship up to this. I accord a deep sense of appreciation to the professor â€Å"Salamatullah Bhunia† Chairman of Marketing Department, University of Chittagong, for providing necessary facilities during my research time. I express my profound gratitude to all other respected and honorable teachers of our department for their mental boosting up and give their valuable advice during my research work. I shall be improper, if I don’t thank Mr. Md. Abdul Hasham, honorable Assistant Vice President & Manager of EXIM Bank (CDA Avenue Branch) who gave the opportunity to work in his well-reputed organization as internee. I offer my sincere thanks to all the officials of the EXIM Bank, CDA Avenue Branch, Chittagong, who cordially arrange and support me all time. I also grateful to the other officers and staffs of our Department of Marketing university of Chittagong for their continuous help during the research program. I am really thankful to all my all classmates of Department of Marketing who are always a source of inspiration for me in accomplishing this work. Finally, I would like to say thanks to all these people and looking forward for their continued support and cooperation in future. EXECUTIVE SUMMERY Today Banking Sector is much more integrated into both individual and also business organization. Banking sector has expanded today’s business world. A financial institution that is licensed to deal with money and its substitution by accepting time and demand deposit making, loans and investing in security is called Bank.   It can be expanded through Private and public own based. But in Bangladesh banking has extremely expanded in the current few years. In Bangladesh there are too many banking institution. They all are trying to keep their customer in a level through providing better service. All of are practice their activities through General banking like deposit collection, saving money, handling transfer transaction Loan and Advance like term loan, cash credit, industry loan, Foreign Exchange like letter of guarantee, import and export, remittance etc. Service from banking is seemed to vary from service provider organization to another service provider organization. This sensitive part gets more sensitivity when individual as well as country’s potentiality like â€Å"Foreign exchange policy â€Å" of a bank involves in there. And, it becomes more complex if that bank owned by a private sector and its also Shariah based banking  institution. This is why, I feel myself fortunate enough to win a chance for undergoing an internship program EXIM Bank limited special reference with CDA avenue branch. Foreign Exchange policy of our country approved by Bangladesh Bank. This specific policy must be follow by the all other bank. We know Export and import is the most important issue for every country. Every country’s national bank determined its policy, which are highly related to the country’s welfare. In our country our national bank Bangladesh Bank determined this policy. This profile reflects the unique position of the† Foreign Exchange Policy of EXIM Bank Bangladesh limited† is enjoying. So, i think a deep-rooted study may explore the mystery of its success side by side indicating the reason behind failure one to another service provider organizations. This study will comprise the exploratory findings of EXIM Bank Bangladesh limited its General Banking, Loan investment, Specially Foreign exchange policy, recommendations in the light of predetermined objectives, and methodology subject to acknowledgement of the affect caused by unavoidable limitation. In recent survey an important things comes out that is investor from other countries have getting interest to invest there. Investment from the other country highly related to the Foreign Exchange policy that include export and import business of a country. In here there is a problem that most of the policy has been taken from the highly qualified people but they take policy never talk with ultimate investor who are working in the rural level. EXIM Bank Bangladesh limited follows all of the policy strictly. But some times it also face problem for that policy. Working in the practical field researcher find that in some cases merchandiser want high priced L/C value if the bank is capable but it cannot do that for the policy limitations. So in that time they have to follow the other initiative, which create problem. Here the researcher make this report by the following way. Chapter -1 shows the introductory analysis. Chapter –2 shows theoretical analysis for the study. Chapter –3 shows overview of the EXIM Bank.Chapter-4 Analysis &Evaluation of FEP of EXIM Bank.Chapter-5 shows Major findings And  finally Chapter-5 shows recommendation and conclusion Here the most noticeable thing is that EXIM Bank Bangladesh limited creates about 23% growth about its foreign exchange policy. It enjoy all the facilities that it can.

Financial Pressure on College Students Essay

Students spend time with their families and escape their academic worries. However, when students return to campus, they can bring back more than they bargained for. Some students feel pressure from their parents to succeed and returning home reminds them of that pressure. Mickie Wong, 19, a child development major, goes home about once a month. She said upon returning to her home in Temple City, Calif., she feels pressure from her parents about her academics. Wong said her parents sent her to study at a university because they want her to be successful and financially stable. â€Å"I feel pressured when I go home because my parents lecture me every time they see me because they came to America so that their kids can have a better future,† said Wong. Wong’s parents are immigrants from Vietnam and grew up without the advantages she has now. Because of that, Wong said her parents have high expectations for her academic career. â€Å"They say that I should be studying everyday, going to the library, taking full advantage of this wonderful opportunity to go to college, something they didn’t have,† Wong said. Wong is involved with the fraternity Zeta Phi Rho, and is in good academic standing. However, she said she feels her parents set too high expectations for her academic performance. â€Å"That’s their method of guilt tripping me. I feel like I should be doing more than I am. I should try harder,† Wong said. Upon returning from home, Wong said she feels motivated to work harder and try to meet her parents’ high standards. This motivation wanes away though, and she stops working as much as before. â€Å"I usually fall back into the same routine after a few weeks. I don’t see them every weekend so they can’t remind me,† Wong said. Kishev Navindaran, 19, a mechanical engineering major, goes home to San Diego, Calif., once every five weeks. He typically spends a day or two during the weekend with his family and friends. Going home gives Navindaran the chance to reflect on the opportunity his parents gave him and the importance of an education. â€Å"I get more home sick when I visit home and it puts everything into perspective,† said Navindaran. Navindaran’s parents express interest in his education by talking about his studies and his academic standing. He said they motivate him to work harder in school. â€Å"My parents always tell me to study hard and they ask me how I’m doing in school. It motivates me to do better,† he said. Navindaran’s brothers, who are also college students, inspire him by having conversations about each other’s experiences. They keep tabs on each other to make sure that they are on a path to success. â€Å"I usually talk to my brothers to see how they’re doing and it’s more of a motivation for me,† Navindaran said. Shaan Cowasjee, 19, undeclared, also lives in San Diego. He goes home to see his family once every four to five weeks. He said he cherishes the time he spends in San Diego with his loved ones because it helps him appreciate them a lot more. â€Å"It’s more of a special and appreciating feeling,† said Cowasjee. â€Å"You get to hang out with family and you appreciate them more,† he added. Cowasjee said it is tough on his parents because he’s so far away and they cannot ensure that he is putting full effort into his studies. However, he said, he uses this as motivation to work harder in school. â€Å"My parents tell me to focus more, they feel like I’m slacking because I’m not there with them and they’re not motivating me 24/7,† Cowasjee said.

Gender wage gaps Essay

Introduction Everyone is entitled to the equal wages for equal work. However, women’s average income has been lower than men’s in nearly all occupation and women in Canada are still far behind the men’s starting line on wage in the labour market. It is one of many parts of gender inequality in Canada, when considering labour market participation in view of gender. I think that the current measures to settle wage discrimination are not effective enough to correspond to market income inequality. That’s why I choose this topic. It is required to think of new alternatives for closing the gap. So I provide a few ways to figure out gender wage gaps. What is the gender wage gap? The gender wage gaps describe the earning differences between men and women on paid employment in the labour market. It can be measured in many ways, but the most common method is to focus on full time and full year wages. It is also able to be measured the gender wage gap on the basis of hourly wages. The most recent Statistics data of Canada shows that the gender wage gap in Ontario is 28% for full time and full year workers. It means that when a male worker is to earn $1.00, a female worker is to earn only 72 cents. When the Pay Equity Act was passed in 1987, the gender wage gap was 36%. It has been reduced gradually over time. The current situation As a result of women have been investing significant time and resources in their education, women now consist of the majority of undergraduate and master’s degree in Ontario. 62% of university undergraduate students in Canada are women. But women still earn less than men in all occupational categories and all educational levels. Although more women than men go to university or college, they don’t always get paid better than men who have the same work. It is particularly embarrassing that the pay gap is grater  for younger generations of women. There is a 39% gap between men and women’s earnings in the ages from 35 to 44. Women account for 60% of all minimum wage workers and the women at low wages are presenting all age groups. This is the reason that poverty follows women after their retirement with women age 65. It’s over twice as likely as men to be low income. The gender wage gap gets wider when women have children and when they have a part-time job. Women having children earn 12% less than women without children. Women’s opportunities for higher wage are limited by the responsibilities of family which they still burden disproportionately. While now the most majority of mothers work in the paid labour force (almost 70% of women having children under five are working), the employment rate of women with children have much lower than men with children. Making less money for their family than men affects significantly them throughout their lives, which could put women and their children at a higher risk of poverty and decrease their income to earn a lifetime and retirement income. The reason of gender wage gap There are several factors that caused the gender wage gap. According to a report by Dr. Pat Armstrong, the gender wage gap is caused by the following three features of Canada’s labour market, which interact to yield substantially lower wage for women. â€Å"That is 1. The majority of women are segregated from men into different work and different workplaces. In Canada, 67% of women work in traditional occupations such as teaching, nursing, clerical, admin or sales and service jobs in 2009. 2. In general, women’s segregated work is paid less than men’s work. The higher the concentration of women, the lower the pay. Women’s skills and competencies are undervalued because of their association with women, as are sectors and industries such as health care and services in which women predominate. 3. Women’s lower pay reflects the systemic undervaluation of women’s work relative to that of men.† Functionalistic perspectives of the gender wage gap Functionalists have the view that inequality is a product of the traditional  division in human societies. In the past, men had a tendency to attend to more external tasks such as working for company or doing government job and women attended to more internal tasks such as those involved in raising child or doing house work. While both kinds of labour are functional and necessary for a society’s survival, the external tasks which were accomplished by men always have been more highly rewarded than the internal tasks made by women. So in functionalism, it was very natural for men to get higher wage than women. However, gender roles and their accompanying inequalities have changed in industrialized societies. Industrialized society made the traditional division of labor less functional. Even though traditional arrangement remains in force in most societies, the traditional labour of division is no longer meaningful today. That means men and women are the same as the part that comprise the social and men are women must be treated equally if they do the same work. So, I think that it is not appropriate to explain the gender wage gap in functionalistic perspectives any more. Solutions of the gender wage gap There are three solutions which I want to suggest for solutions of the gender wage gap. 1. To support working families Although female workers have lower wage than men, their role is very important part of this society. As we know from this sentence â€Å"Women having children earn 12% less than women not having children†, it is important to make circumstances to focus on work in workplace. Governments and companies need to create more family-friendly workplaces and workplace policies especially for women with children. Work places need to consider providing parental leave and paid leave for sickness and family care. It is also necessary to offer high-quality childcare arrangements and encourage the development of more part-time jobs to pay well and to have good benefits. Not only is such policies good for female workers, but it beneficial to the company that want to hire competent female workers. 2. To increase the minimum wages Because the majority of 534,000 minimum wage workers in Ontario are women,  the increasing of statutory minimum wage is necessary to close the wage gap. Increasing the minimum wage to reflect the rising living costs every year reduces poverty and inequality of income. Ontario’s minimum wage has been fixed at $10.25 for three years. The three year fixing brings the effect lowering the income of minimum wage substantially by 7%. So it results in widening the wage gap. To close the wage gap, I think, the best solution is that the minimum wage is to rise as a certain percentage automatically by laws or rules. Even though it is not possible to determine the specific number because of changing economic conditions every year, it is very effective that the minimum wage increasing is controlled by rules. 3. To need detailed analysis the data Although there are sufficient resources to show that female worker tend to work equal and earn less than men, more detailed analyses are needed to settle underlying causes. Governments need to collect and share particular and reliable country’s data from which the respective gender wage gaps of country can be calculated and compared. This would make it possible to find out effective ways of dealing with the problem and to identify possible improvements to existing legal frameworks likely to lead to decreasing significantly in the wage gap. Wage Gap Program The Pay Equity Office started the Wage Gap Program in 2011, designed to examine current compensation data and assess the possibility of gender wage gaps for non-unionized employees in Ontario’s private sector workplaces. Wage gaps can be caused by a lot of factors, one of which relates to wage equity. The Wage Gap Program enables the Office to more precisely direct its efforts for supporting workplaces that appear to have wage equity gaps. At first, the Office conducted the Program by obtaining correction data from employers with over 500 employees. Workplaces with 250 to 499 employees are being examined now and it is expected that by the fall, workplaces with 100 to 249 employees will be contacted. References Gender Wage Gaps and Earnings Ratios in Ontario. (2012, November 21). Pay Equality Commission: Equal Pay For Work Of Equal Value. Retrieved from http://www.payequity.gov.on.ca/en/about/pubs/genderwage/wagegaps.php Blau, F. and Kahn, L. (2007, February). The Gender Pay Gap: Have Women gone as far as they can? Academy of Management Perspectives, pp.1-23. Morissette, R., Picot, G., & Lu, Y. (2013). The Evolution of Canadian Wages over the Last Three Decades (No. 2013347e). Statistics Canada, Analytical Studies Branch. Adshade, M. (2013, January 22). Do women choose lower pay?: The gender wage gap explained. Canadian Business. Retrieved from http://www.canadianbusiness.com/blogs-and-comment/gender-wage-gap/ Armstrong, P. (2008, June). Equal Pay For Work of Equal Value. Expert Report.

Eusebius and the History of the Church Term Paper

Eusebius and the History of the Church - Term Paper Example the lines, it is also to Eusebius’ merit that most, if not all of his sources were properly credited, and acknowledged, which is very unusual for historians at that time. One of the most noted and referred books written by Eusebius is Ekklestiastices Historias, or The History of the Church, was originally in Greek, and was translated in numerous languages during the course of history. This paper will focus on the eighth book, which tells about the persecutions of emperors from Diocletian to Maximian, and the tenth book, which is about the reign of Constantine and the tolerance of the Romans to Christians that resulted in the time of peace and tranquility. The eighth book in Eusebius’ Ekklestiastices Historias tells of the rise of the Christian faith, as well as its fall, which he accounts to the events that he himself experienced in his own time.3 Initially, the Roman rulers and officers were very favorable with regards to those of the Christian faith. Aside from lettin g the lesser of the people worship in accord to their own chosen faith, Christians were also able to hold offices, govern and rule, as well as to mingle with the upper ranks of the Roman Empire. Moreover, the clergy and other church leaders were also treated with respect not just by their own people, but also those Romans with noble birth.4 With the arrival of peace and tolerance, however, internal discord starts to brew within the structure of the Christian church itself. Due to the gains the Christians had in freedom, fights among them became common. These fights not only included the worshippers, but also their church leaders as well. Eusebius attributed the succeeding events to Divine intervention, when persecutions to Christians in the government offices and the army started. While initially there was not much thought given about it, as the changes in the governance kept sliding past the Christian groups bit by bit, after several generations the Christians were once again subje ct to the punishments that the early martyrs undertook. The different manners that the Roman Empire tortured its citizens of the Christian faith were described in detail by Eusebius. Among these forms of capital punishments are: death by strangling; beheading; being burned while still alive; bodies thrown into the depths of the sea; even digging up the corpses of some and being thrown in the sea as well, thinking that these bodies might become the subject of worship by those who remain. 5 The destruction of churches and the burning of scriptures during the reign of Diocletian during his reign in 284-305 were also recorded in full detail. As the festival of the Savior’s passion (Easter) approached, aside from the demolition of churches and the eradication of Christian scriptures, those of the Christian faith holding ranks in offices were immediately removed, and those who continue to

Analyzing Micro Elements Essay Example | Topics and Well Written Essays - 1250 words

Analyzing Micro Elements - Essay Example Both the golem and men in black are horror films with a portrayal of superficial creatures. They have a dark setting in some parts of the film and involve the destruction of a specific group. In the film the golem, there is the use of the creature golem, created to protect the Jewish people against persecution. A golem is a creature made from inanimate matter, an anthropomorphic being that is animated. The film is about a rabbi who creates the golem from clay and brings it to life using magic. In the end, the creature turns against them and sets fire to the ghetto. A little girl stops the creature by taking away an amulet from its chest in the shape of a pentagram. Men in black, involves two men wearing black suits in the pursuit of any alien related activities around. They are in pursuit of a bug leader in search of a device called the galaxy that will make tides in favor of their existence. Their job is to eliminate any alien forms and to ensure that no one remembers what they see if they come into contact with these creatures. They use a nueralyzer to wipe out people’s memories. In the end of the film shows a big fight between the alien form and the humans. The golem uses more sound effect and expressions while the men in black uses a lot of prop and camera angles. The use of micro elements is visible in each of these films. The use of mise-en-scene through costume and make-up, staging, setting, figure expressions and props is available in both films. Cinematography shows us how lighting has been implemented to produce a certain effect, the use of photographic elements such as the position of the lens and the camera angle. There is also the framing in a scene, special effects and composition. We have performance, which is the use of vocal delivery, physical expression, and an interaction between the performers. For a film to have proper organization of time there needs to be a little editing. Organization of time is both in a sequence and across segme nts of the story and the space organization. It helps in creating consistency for the viewer. The use of sound includes diegetic and non-diegetic sound and the use of different aural elements to create visuals (Appleman 12). All these elements display in the films the golem and men in black. â€Å"Men in black† uses different props and costumes to represent the alien forms. The golem on the other hand shows us a giant creature made out of clay that comes to life through sorcery. In the golem, we see the creation of the creature by a rabbi to protect the Jewish from persecution. He creates it from clay and uses sorcery to bring the creature to life. With time however, the creature turns against his creator and his people and sets fire to the village and kidnapping the rabbi’s daughter. The people scream for help and get the rabbi to cast a spell and stop the fire. The script reads, â€Å"Save us rabbi, recite the fire spell or we shall all perish†. They watch as the rabbi gets inside the ghetto and stand on top of a hill to reciting the spell. The people bow down in prayer with the rabbi. We see the golem dragging the rabbi’s daughter towards the staircase and set her below them. He then leaves her and heads towards the door. During this whole scene, we hear some soothing and sad music. After a few moments of prayer, the fire finally stops and we get louder and livelier music.

Specialised nursing Essay Example | Topics and Well Written Essays - 3000 words

Specialised nursing - Essay Example His care management needs will be complicated his diagnoses of autism, depression, and gastric cancer. The delivery of care will follow mainly the care pathway of mental health nursing with inclusion of elements in palliative care for gastric cancer. Evidence: People with autistic disorder have significantly increased rates of depression and bipolar affective disorder. Diagnosis of psychiatric disorders is more easily made in those who are verbal than in those who are severely handicapped, and therefore diagnosis, monitoring, and communication would be very challenging with John while conducting his care (Ghaziuddin, Ghaziuddin, and Greden, 2002, 299-306). Most patients with gastric cancer present in an advanced state. It has been found that palliative surgery is the only possible way. He is facing death without knowing its implications. From the nursing perspective, one of the main reasons for measuring the patient satisfaction is to provide information to facilitate care, which is impossible in this patient. For autistic patients admission to a hospital may be detrimental due to fear of exposure. The care management must consider nursing him in a special quiet room near the nursing station with frequent monitoring (Aylott, 200 4, 828-833). Palliation is an emerging model of care that emphasizes the supportive role of healthcare practitioners throughout illness with the main strategy being symptomatic control with the care being holistic so that suffering can be relieved at all stages of the illness (Dell et al., 2008, 177-182). Autistic persons with depression often show an increase in social withdrawal. When depression sets in, the level of isolation and withdrawal gradually increases. The problem may arise in the area of communication, which is an essential part of holistic care. It is important to note that the patients with autism are difficult to manage, and the care planning and management becomes more difficult in the given situation. Due only to his autism, he can become anxious and agitated when his routine environment changes. His admission to the hospital creates such a situation, since hospital is an unfamiliar environment for him. Special care must be taken to ensure an optimum care environme nt (Aylott, 2001, 166-172). Gastric Cancer: The main feature of a cancer cell is loss of regulation of the process of cellular multiplication. The growth of normal cells is rigidly regulated. In cancer cells, however, this growth control mechanism is lost or altered, causing cancer cells to divide continuously and without regard for the tissue requirements. As malignant cells replicate they grow in an irregular pattern, infiltrating surrounding tissue. This can result in infiltration of the lymphatics and/or blood vessels. By gaining access to these vessels malignant cells can be carried to other sites within the patient's body, where they will replicate and grow. To ensure that these malignant cells receive nourishment to thrive, angiogenesis occurs, which is the formation of new blood vessels. If left untreated, these cells will result in localized recurrence of the cancer and eventual spread. The spread of the malignant cells extends outward from the original tumour (Gilbey et al., 2004, 903-911). Surgery is the main modality of treatment of gastric cancer with very poor survival (Balmain, 2001, 77-82). The development of an individualized treatment plan for a patient must take

The Godfather Movie Research Paper Example | Topics and Well Written Essays - 750 words

The Godfather Movie - Research Paper Example The plot of the story portrays an Italian American empire that is beginning to fall based on tragic situations in criminal exploits. The opening scene of a wedding pose an appeal to the viewers as family induces a feeling of belonging such that those who lack belief in it are draw in to the depths of such remarkable occasions. That in the making is one significant way to draw the attention of the viewers. This depicts the Corleone family business affairs bringing the viewers to the act, to its world and into the narrative. The epic is actually ruthless in implications as it unfolds and various styles have been used. Suspense is created effectively, and the actors seek to turn off the viewers and pull them in at the same time. Skill and craft is executed bravely with the length and the pacing of the movie aiming to show how themes of betrayal, greed and loyalty shine in life in ways that are both profound and surprising (Puzo 208). It offers a brutal depiction of events and lifestyle such as one of pirates. The story begins plotwise on an attempt to assassinate Don Vito by a rival from a different family due to his refusal to join an illegal business in narcotics trade. With his absence and temporary unavailability as he seeks medical attention, it becomes the role of his sons to run the entire empire. These include a hot tempered Sonny, mildly meek Fredo, an adopted son of Irish ancestry Tom Hagen and a fiercely independent Michael who happens to be the only fortunate son to obtain a college education (Zapala-Kraj 47). Michael is initially uninterested in the family business and lacks the desire to take part in the future take over. However, with continuous deceit and betrayal, it is Michael who comes through as a successor to his... This research paper focuses on the movie The Godfather, that is one of the many action series that provides a captivating entertainment especially for those who love to watch drama and crime. The movie was produced in 1972 and based on the novel by Mario Puzo, The Godfather. The movie provides a captivating scene and popular moving chronicles of American life that are brutal in their nature and the way they are depicted. Within the context of all popular entertainment, this movie provided a higher rating in the mode of the filming. The screen player Francis Ford Coppola brings forth a gangster melodrama that is truly sorrowful but also extremely exciting that lacks the unbelievable piety of the previous productions in the movie industry that strike fear but caution that the crime is not paying. The movie is an illustration of daily life events. Let us face it, to be rich, powerful, feared and influential is a way of life achieved by some people and we cannot deny is one that most wou ld desire and find somewhat compelling. Based on that, drama epics like The Godfather gives the viewer the chance to explore this dark possibility and emotion as well as live through the actors and traits as depicted in the film. There is much people who can borrow from a story that shows how a person can move from normal life of casting out roles to one of taking duty and responsibility towards a fulfilled life. Michael can be used as a turning point to people who lack a sense of direction, and the movies is highly recommended.

Movie comment Review Example | Topics and Well Written Essays - 500 words - 5

Comment - Movie Review Example If not, explain why 2. What are your thoughts about â€Å"liminal space† that connects black Americans with White American? 3. Give your comment after reading the paragraph. Different Interpretation â€Å"Love is blind†. This contention is another interpretation of the movie. Both Flipper and Angie are blinded with their love. This is evident in their romantic twist. An example of this is the choice they both made in their life to be with each other despite of their happy marriages. Risking the marriage for another woman or man shows that being in love is more important over others. They both sacrificed to hurt their families and for their families to ostracized them. Flipper was thrown by Drew out of the house while Angie was beaten and very much criticized by his father. Another example supporting that they are blindly in love is that they went on with their relationship despite their cultural differences. It is known during the 1990’s that black Americans and white Americans are rarely involve with each other because of some racial discrimination. Blacks are not so much accepted in white families. Apart from this, Flipper and Angie are open with their relationship that it is readily observed within their families and communities. They are not concern if they are caught with their affair because they are in love.

Urban forestry status of China Research Paper Example | Topics and Well Written Essays - 1250 words

Urban forestry status of China - Research Paper Example What is perhaps more disturbing is the fact that the people engaged in the destruction of forest lands for private and commercial economic construction see the latter as the most ideal definition of development for China (Konijnendijk, 2007). Consequently, the need for an urgent step to control the rate at which the beautiful green rain forest that nature gave to the people of China is being destroyed has been totally lost. As a result, China is now a victim of greenhouse gas emission, environmental warming and a very poor climate system that has made agriculture very difficult (Gao, 2003). To understand the state of urban forestry in China, the researcher will make use of document review method, which will entail a critique and review of various works of literature pertaining to the area of study. To do this effectively, there will be the construction of a literature log, which will comprise major themes about the study area where the researcher wants information. The literature log will therefore serve as the major material with which data will be collected for the study. The advantage that the literature log and the document review method offer is that it puts virtually no restriction on the researcher in terms of data collection. This means that the researcher can be as wide with data collection as possible. In this context however, an inclusion and exclusion criteria were set, defining the types of literature to include. For example, sources were to have been published not earlier than 2000. They should have been published in either Chinese or English, and they sh ould have a direct relation to urban forestry. Indeed, as people have a new desire for urbanization that is seen as the source of personal and national economic development, the most immediate action they are most likely to be engaged in is the felling of trees that made up the beautiful Chinese forestry canopy (Chinese Academy of Forestry Sciences & Huadong Normal

Evaluation model Essay Example | Topics and Well Written Essays - 750 words

Evaluation model - Essay Example The sensitization will not only include educating the youth on ways of avoiding falling into addiction but will also be testing different models of ensuring the youth keep away from drug abuse. In addition to that, the program intents to implement models and techniques of breaking the cycle of youths addicted to drugs. The purpose and scope of the program is to identify the communities within Washington DC where drug abuse is prevalent and the incident rate for health related complications resulting from the addiction. The complications resulting from drug abuse will be identified and categorized. These effects will be grouped and assessed in the following categories; spiritual, emotional, mental, social and financial health. Drug abuse among the youths in Washington DC will be gauged on the basis of subpopulation within the city. This will be an attempt to help unearth communities where incidences of drug abuse are high. A detailed analysis of each subpopulation will proceed to determine its socioeconomic status, level of education, the rate of crime and access to drugs. The main that will be used in the third assessment of the communities is categorical socioeconomic status of the communities. This aspect will categorize the community in terms of the community with high socioeconomic status, the one in between and the one on the lower end of the socioeconomic status. This way, it would be easy for Discover Hope organization to come up with a hypothesis from the results that will draw a relationship between a community’s socioeconomic status, level of education and drug abuse. Using that criteria in assessing the relationship of drug and substance abuse within the communities, conclusive results will enable identification of the target community and Discover Hope will be in a position to roll out its program in the most effective way

International human resource management Assignment - 1

International human resource management - Assignment Example There are many multinational enterprises that are hiring individual from other countries and are achieving success with many projects. Movements of human resource from one country to another also give organization the benefit of choosing from a better and bigger pool of candidates. However this process has its own complications. In order to hire people from other country, a company needs to train the new employee with the culture of the host country. Depending on the involvement and expected interaction of the new employees with others, organization needs to develop a plan for the training of the new employee. The training program and the time period of the training program is decided by the time the individual is going to stay in the host country. Organizations need to evaluate the complete process and provide complete training to the individual to ensure smooth contract or job time period. There are also many problems faced by people who have to go repatriate to their native countries. This problem is severe with people who move to host country on the basis of a project contract. As soon as the contract is over, the organization asks the individual to repatriate to native country. Due to many factors individuals are reluctant to move back and prefer switching to other organizations. Due to this, organization loses on valuable employee who moves to other organizations to avoid repatriate. Organization not only loses the talented human resource but also faces loss on the cost of training and brining the employee to the host country. This way other some other organization which has not invested a dime in training the individual reaps the fruit. In order to avoid such loss, organization needs to develop a Repatriation Programme to deal and cope up with this challenge. The organizations needs to make sure that the individual whose contract has ended with the company feels comfortable in going back

The Great Gatsby Thesis Paper Essay Example for Free

The Great Gatsby Thesis Paper Essay â€Å"This is a valley of ashes — a fantastic farm where ashes grow like wheat into ridges and hills and grotesque gardens; where ashes take the forms of houses and chimneys and rising smoke and, finally, with a transcendent effort, of men who move dimly and already crumbling through the powdery air.† (23) The image Fitzgerald creates in this passage is not a very pleasant one, depicting the impoverished in a filth ridden valley, masked by the overpowering presence of the ashes. The entire landscape is grey and dull; the hills, the houses, and even the people. This is a dramatic contrast to the lives of the wealthy, where everything is shiny, new, and always changing, whereas the ashes are perpetual and dismal. Every time Nick describes the Valley of Ashes, something grim is happening, or about to happen. For example, after Myrtle is killed, Wilson’s â€Å"glazed eyes turned out to the ashheaps, where small grey clouds took on fantastic shapes and scurried here and there in the faint dawn win.† (159) Wilson has almost completely lost himself at this point, and when he looks out to the ashheaps he is seeing what his life was: poverty. Unchangeable, murky poverty, that he couldn’t get Myrtle or himself out of. However, in WIlson’s delusion, he feels like there is a way he can make things right. He has to go and find Tom, who he believed to be driving the ‘â€Å"death car† and kill him to avenge Myrtle. Once he finds out someone else had been driving the car, he goes to find Gatsby. â€Å"A new world, material without being real, where poor ghosts, breathing dreams like air, drifted fortuitously about Like that ashen, fantastic figure gliding toward him through the amorphous trees.† (161) After Wilson shoots Gatsby, he also shoots himself because he feels like he has no other way to escape his life of hardship, and Nick describes his body as being â€Å"ashen† which invokes the image of the dull, grey valley where Wilson had lived. He didn’t belong in the fast paced life of the wealthy, and wouldn’t have been able to handle it  because of how weak minded he was. The poor were trapped in poverty, under the formidable ashes.

Montessori method in developing childrens creativity

Montessori method in developing childrens creativity How effective is the Montessori method in developing childrens creativity, both during early years education and throughout primary school education? There are currently approximately 700 Montessori schools operating in the United Kingdom, and this number is growing annually (Montessori St. Nicholas, 2010). The vast majority of these schools cater for children between the ages of three and six. However, in more recent times, there has been a gradual establishment of Montessori schools that provide primary school education for children older than six. There are now about thirty such primary schools in the United Kingdom (Montessori St. Nicholas, 2010). Although this is still a relatively small number of schools on a national scale, it is nevertheless an interesting increase to investigate further. These schools use the Montessori method to both educate children, and further their holistic development. Before a brief discussion of what differentiates the Montessori method of education from other educational pedagogies, it is important to know and understand the underlying principles that all Montessori schools adhere to for the benefit of the children who attend them. The Montessori method is based on the ideas and theories of Maria Montessori, an Italian physician who experimented with giving young children more freedom, both to direct their own learning, and work and learn at their own pace. In the process, she arrived at two pivotal (and, at the time, somewhat controversial) conclusions. Firstly, she surmised that young children possessed an innate desire to learn (Montessori, 1994). Secondly, she found that young children, contrary to popular belief, were capable of exhibiting high levels of independence and cognitive development for their age under the right conditions. In this respect, it can be argued that they are being treated as individuals. Montessori (1964) strongly believed that all young children were unique beings and should, therefore, be treated as individuals. Furthermore, she reasoned that young children, as well as having the benefit of self-directed and child-centred learning, should also experience a hands-on approach to educ ation (Lillard, 1980), using learning materials that stimulate all five of the human senses. The interaction with, and the manipulation of, ostensible Montessori materials is, arguably, one of the most renowned aspects of the Montessori method. Broadly speaking, these materials are organised into five basic categories: language, mathematics, sensorial, practical life and culture (Lopata et al, 2005). Pickering (1992) believes that these materials help children to understand what they learn by associating an abstract concept with a concrete sensorial experience. Furthermore, Montessori materials are carefully designed to be both sensorially stimulating to young children, and multifunctional to allow for a more open-ended, divergent approach to learning. Another important theme common to all Montessori materials is that they are of gradually increasing difficulty and complexity (Oberle and Vinson, 2004). It is vital that these learning materials meet these criteria, because, as Montessori (1964) stated: little ones†¦can work only on the materials we give them. In other wo rds, if the materials provided for the children are uninteresting, irrelevant or unviable, then it can be argued that a child is unlikely to be able to fulfil their potential. One final issue in relation to the background of the Montessori method regards the layout and features of the learning area. It can be seen that it visibly reflects the child-centred nature of Montessori education. For example, desks and chairs are not only child-sized, but also spread wide apart (Mooney, 2000) and arranged in rafts (Oberle and Vinson, 2004) allowing children to move around the whole area freely whenever they so wish, and helping to prevent crowding. Materials are kept in accessible places, such as appropriately low shelves (Lopata et al, 2005), so they can easily be obtained and utilised by the children at any time. It is the presence of child-orientated considerations such as these that create Montessoris (1964) ideal of the prepared environment. Such environments allow [children] to take responsibility for their own education, giving them the opportunity to become human beings able to function independently and hence interdependently (Montessori, 1964, cited in Lo pata et al, 2005). In summary, Montessoris approach to education advocated that childrens innate desire to learn could be successfully nurtured and accommodated, as long as they are provided with the right environment and the appropriate materials (St. Nicholas Montessori, 2010). Having briefly discussed the principal background information regarding the theory and practice of the Montessori method, it is now important to consider the principal teaching and learning differences between a Montessori and a traditional primary education. One important organisational and structural difference is that each class in a Montessori setting has an age span of at least three years (Isaacs, 2007). These classes share two features in common with traditional education, however: they are mixed-ability, and contain a similar number of children per class (around thirty) to a traditional primary school (albeit not all the same age). The timetable is scheduled differently to traditional settings. Instead of children taking part in a series of lessons in different subjects between the duration of thirty minutes and one hour, the day is split into two three-hour, uninterrupted work periods (Oberle and Vinson, 2004). An important point to note here is that Montessori defined work as childrens instinctive tendency to develop through spontaneous experiences in the environment (Montessori, 1964), further advocating her idea of children acting in a self-directed way. Moreover, in addition to being encouraged to work independently at their own pace, children are never interrupted by the teacher if they are busy working on a task or activity. One final notable difference between a Montessori and a traditional learning environment relates to the role of the teacher. Montessori did not use the term teacher to describe the adult charged with the education and well-being of the children in their care; instead, she used the term guide or mediator (Lillard, 1980). This symbolises the idea that the adult in a Montessori setting should be seen by the child as a facilitator to their educational development, not an authority figure. Generally speaking, teachers operate on a one-on-one basis with different children, and there is little whole-class work (Lopata et al, 2005). The teaching approach is much more indirect than in mainstream education: the adult acts in a more observational and advisory capacity. Montessori (1964) maintains that the combination of the learning environment and this indirect teaching method encourages self-discipline, even in the case of younger children. If, however, a child displays undesirable or disrupt ive signs of behaviour, then the adult will seek to amend the childs focus to some positive activity, rather than reprimanding them or imposing any kind of sanction. Although, according to Pickering (1992), such instances are comparatively rare due to the childs level of self-discipline, when they do happen they can be dealt with in a supportive manner without undue disruption to others. As mentioned before, a popular view exists among many people that the Montessori method is solely both suitable for, and aimed at, young children under the age of six (Montessori St. Nicholas, 2010). However, there has been a recent increase in the number of purpose-built Montessori primary schools, catering for children aged between six and eleven. The classes in such schools comprise two vertical age groups: the first for children aged six to nine; the second for children aged nine to eleven. Montessoris underlying theoretical principles remain the same for this older age bracket; however, there are some practical and organisational differences associated with a Montessori primary schools provision for older children. Such differences include the fact that the children no longer just choose what to work with (Montessori St. Nicholas, 2010). Furthermore, they are empowered to manage a weekly plan with activities both of which they negotiate with their teacher (Montessori St. Nicholas, 2010); this is tailored to the individual childs needs. This suggests that the learning is still child-centred and self-directed to a certain extent, but there is an increase in autonomy and responsibility for ones own learning. To begin with, children are assigned weekly tasks in mathematics, literacy and science; as they get older, these tasks begin to encompass all curricular subjects (Montessori St. Nicholas, 2010). In accordance with Montessori thinking, however, the child can choose when to complete the tasks and engages in frequent tutorial discussions with the teacher (Montessori St. Nicholas, 2010). It can be argued that the reason for this is to encourage and nurture childrens developing time and task manage ment skills, and to take an active and co-operative role in their personal development and learning. This sense of collaboration also extends to working with other children in small groups, which happens on a more regular basis than in a Montessori early years setting. Together, they can share ideas and collaborate on various projects. Other important differences include the notion that Montessori primary schools make no attempt to work to an externally developed curriculum (Mooney, 2000); however, Montessori St. Nicholas (2010) claims that the curriculum not only fully meets the requirements of the National Curriculum (an example of an externally developed curriculum), but also goes beyond it in certain subjects. Many activities relate to National Curriculum subjects, although they will not appear as such to the children (Oberle and Vinson, 2004). This nonconformity to external guidelines also stretches to the method of assessment. There is no formal testing in Montessori primary schools (Lopata et al, 2005): conversely, teachers make continuous observations to evaluate childrens progress and allow children to participate in the evaluation of their learning (Montessori St. Nicholas, 2010) during their education in a Montessori primary school, further highlighting the child-centred approach taken. A central aspect of a young childs development and learning, one which will serve them and be a useful attribute to them, both as they progress through the educational system, and through adulthood, is creativity. As a concept, it is somewhat difficult to define; however, the Department for Education and Employment (DfEE) published an influential report in 1999 entitled All our futures: creativity, culture and education, which attempted to do so. The report defines creativity as follows: imaginative activity fashioned so as to produce outcomes that are both original and of value (DfEE, 1999). This definition is then broken down into four characteristics. Firstly, they [the characteristics of creativity] always involve thinking or behaving imaginatively. Secondly, overall this imaginative activity is purposeful: that is, it directed to achieving an objective. Thirdly, these processes must generate something original. Finally, the outcome must be of value in relation to the objective. (DfEE, 1999). It is important to consider whether all of these constitutional elements of creativity are present in any particular aspect of the Montessori method, in order to argue their effectiveness in developing childrens creativity. The importance of developing childrens creativity is highlighted in a 2003 report by the Qualifications and Curriculum Authority (QCA). The report states that learning to think and behave creatively can transform pupils lives†¦it increases their motivation, self-esteem and levels of achievement. Beyond school, it enriches their lives and prepares them for the world of work. Therefore, it is crucial for each individual child to be given the means and opportunity to develop their creativity throughout their educational careers: by becoming creative individuals, they can both make valuable economic contributions and become valued members of society (Cropley, 2001) According to Oberle and Vinson (2004), there are a number of critics of mainstream education frameworks who argue that they stifle creativity. However, in stark contrast, Berliner (1975), cited in Pickering (1992), states that other critics have raised objections against the Montessori method. These critics believe that it is the Montessori method, and not mainstream methods of teaching and learning, that inhibits creativity, due to its cognitively-oriented nature. The fact that opinions seem to differ on the subject suggests that the Montessori method has some advantages and some disadvantages with regard to the aim of developing childrens creativity. The other factor to consider is whether creativity is encouraged and fostered both during the time when a child attends an early years Montessori setting, and during the time when they attend a Montessori primary school. The effectiveness of a number of key aspects of the Montessori method with regard to the development of childrens creativity, both during early years education and throughout primary school education, will be discussed. These particular aspects have been chosen because they contrast with aspects pertaining to mainstream early years and primary school education. Some of these aspects are universal to both Montessori early years settings and Montessori primary schools; others solely pertain to older children (in this context, those aged six to eleven) in Montessori primary schools. Children are given the chance to direct their own learning. This can help to provide them with the self-confidence they need to be inventive and take risks with their learning; this is an important aspect of the creative process. It also allows children the freedom to experiment with different learning styles, such as visual, auditory and kinaesthetic (Jones and Wyse, 2004), through their individual manipulation of the materials available. It can be argued that this will increase the chance of a child discovering their preferred learning style, thus making them more receptive to new ideas and ways of thinking. This can also assist with their creative development, as they can use these new approaches to solve new and existing problems. Children are allowed to work and learn at their own pace. This illustrates the notion that Montessori settings are completely inclusive, allowing an education for all approach to be embodied in their framework. It is well documented that children develop at different rates, so this can make children feel more comfortable about their learning. More able children have the opportunity to extend themselves; less able children do not feel left behind (Pickering, 1992). This can prevent children at both ends of the ability spectrum from becoming uninterested or frustrated, both of which have the potential to inhibit creativity if the childs mind is not on the task at hand. The Montessori method offers a child-centred, hands on approach. Montessori (1964) believed that true creativity stemmed from individual freedom of expression. It can be argued that this hands on approach offers children the opportunity to express themselves in creative ways through, for example, drawing, cutting, gluing, painting and so on. However, it is important that the child has a sense of purpose when undertaking such activities, in order to fulfil the criteria of creativity. As the teacher is often not directly involved in what the child is doing, the danger exists that the child may be acting randomly, thus not working towards a particular objective. The materials used allow for multi-sensory learning. This is another way in which children with different preferred styles of learning can benefit. Isaacs (2007) argues that creative development has significant links with the sensorial materials area, particularly if [we] understand the childs creativity to be the ability to use their imagination. Through various combinations of visual, auditory, tactile and kinaesthetic materials, it is possible that children will increase their knowledge and understanding of the world, and, more importantly, retain this knowledge and understanding through recalling these multi-sensory experiences. It can also be argued that this will foster childrens curiosity about the world around them and how it works; Fishkin and Johnson (1998) emphasise that a link exists between curiosity and creativity: they fuel each other. The materials are multifunctional; learning can therefore be open-ended and divergent. Divergent thinking can help children to generate creative ideas by exploring many possible solutions to a particular problem (Craft, 2002). It is the childs decision how they choose to utilise the materials: it can be said that this encourages an independent thought process. According to Starko (2005) having the means and opportunity to think independently is one of the building blocks of creativity. The materials are of gradually increasing difficulty and complexity, as the children learn new concepts, and apply their previous knowledge and skills to solve new problems. It can be argued from this that these materials are cognitively oriented (Berliner, 1975, cited in Pickering, 1992), as they allow children to make connections and perceive relationships between what they have learnt before, and building upon these connections and relationships to allow them to progress to the next stage of learning. Montessori (1964) argues that, without this type of cognitive scaffolding structure, true creativity simply cannot exist. Materials are kept in accessible places; appropriately low shelves facilitate this easy access. Moreover, early years children are shown how to use sharp scissors and adult-sized tools safely (Mooney, 2000): although this is perhaps the most controversial aspect of the Montessori method (Isaacs, 2007), it serves to further highlight the Montessori self-directed approach, and makes children more responsible for their own learning. Children need to consider what best tools and materials are for whatever purpose they have: it can be argued that being given the opportunity to choose allows them to think in creative, novel ways about what to do and how to do it. Desks and chairs are child-sized and arranged in rafts. Each raft has a particular activity assigned to it; these typically change on a daily basis (Isaacs, 2007). Children have the freedom not only to move around the rafts (and there is ample space between them to allow them to do so), but also to work with other children. A fundamental aspect of a Montessori setting is that all children respect and care for each other, and that caring attitudes are adopted at all times, towards peers, teachers and life itself (Oberle and Vinson, 2004). This fosters collaboration between children; by sharing ideas and information, they can work together creatively and discover new ways of thinking and working. Children have freedom of movement around the learning area: they can move of their own volition between one learning activity and another, rather than being directed to them at any particular time or in any particular order. This highlights another aspect of how Montessori believed childrens creativity could be developed: the freedom for them to select what attracts them in their environment (Nunn, 2010). This sense of freedom also gives children the opportunity to act with a degree of spontaneity, which can allow the generation of a large number of novel and diverse ideas (Jones and Wyse, 2004), thus instigating and developing the creative process. Each mixed-ability class has an age span of at least three years. Particularly in Montessori early years settings, older children can act in a mentoring capacity to younger children (Lillard, 1980). This can help to scaffold childrens learning and thinking, as the older children can, if they wish, help the younger children with whatever they are doing, so that the younger children will eventually be confident enough to work and think independently, and thus begin to think and work more creatively. It is important, however, that the older children do not spend too great a proportion of their time doing this, however thoughtful and considerate it is; they need to further their own knowledge and understanding too. The day is split into two three-hour, uninterrupted work periods. According to Oberle and Vinson (2004), it has been suggested that children taught under the Montessori method are not allowed enough time to simply play. This is problematic to an extent, as research evidence suggests that childrens creativity can be developed through play (Duffy, 2006; Craft, 2000; Smith, 1995). A possible negative implication of this is that children are not encouraged to use their imaginations due to a notable deficit of creative play time factored into a Montessori setting (Seldin, 2009). Children are never interrupted by the teacher when they are engaged in an activity. This allows children to persevere with what they are doing. This can be beneficial to creativity to an extent, as it gives children time to think through the activity in different ways before arriving at a final solution. However, on a cautionary note, it is important that the teacher, though generally involved in an indirect capacity, monitors what children are doing in order to ensure that this perseverance is constructive, and, more importantly, purposeful. The teaching approach is much more indirect. Pickering (1992) argues that because the classes are run to a very large degree by the children, with only the degree of adult guidance necessary to ensure order and safety, the setting becomes emotionally safe and secure. If this ideal can be practically adhered to in a Montessori setting, then children can relax and be authentic individuals instead of trying to be cool. This, in turn, helps to allow their creativity to blossom (Cropley, 2001), as it diminishes the risk of social issues such as wanting to be popular, and alienation. Some aspects that only predominantly relate to Montessori primary education will now be discussed in relation to their effectiveness in developing childrens creativity beyond the early years. Children negotiate weekly activity plans with their teacher. This gives children the opportunity to pursue an area or topic that interests them, which the child will not only enjoy, but from which the child will also gain a sense of purpose and direction: a key aspect of creativity. However, this does not necessarily have to be the case (Montessori St. Nicholas, 2010). A child may be curious to find out about an area or topic that is new to them. In this instance, they can work and think independently. This combination of independent thinking and curiosity can help to develop their creativity by asking new questions and thinking in new ways about new ideas and concepts. Moreover, children are allowed to choose when to complete assigned weekly tasks, and engage in frequent tutorial discussions with the teacher. Referring back to a previous issue, this allows the child to work at their own pace, as it allows them to set themselves achievable goals, and work to these goals through this weekly planning. It can be argued from this that the childs opinions are greatly valued, and, to a certain extent, this collaborative process treats the child as an equal by making them more autonomous about their learning. As discussed before, this can boost their self-confidence, which, in turn, helps them to be more inventive and take risks with their learning: a key aspect of the creative process. During the primary school years, children begin to work in small groups, although there is still very little whole-class work. Working with others can allow children to compare ideas and thoughts, solve problems and assimilate new knowledge. According to Craft (2000), working with other children in small groups can nurture creativity, as it stems from social processes as well as individual processes. Sharing ideas and thoughts, and solving problems by thinking creatively, is one such social process. Montessori primary schools meet the legal requirements of the National Curriculum, although they do not follow it to the letter. This allows the childrens educational experience to be based on their own particular needs (Montessori, 1964), which can be informally, but constructively observed and assessed. There is no formal testing or assessment (for example, Standard Attainment Tests). It can therefore be argued that this helps to eliminate competition between children. Competition can be a barrier to creativity (Starko, 2005) because, on a social level, some children compare their achievements to others, which could adversely affect some childrens self-esteem. Fishkin and Johnson (1998) argue that a childs fear of failure also inhibits the childs creativity, as they may lose the self-confidence required to think in a creative way. Montessoris view on this is also made clear: the child in the Montessori classroom is†¦free from the judgement by an outside authority that so annih ilates the creative impulse (Nunn, 2010). In conclusion, the evidence suggests that both early years and primary school settings that follow the Montessori method can help to develop childrens creativity throughout this age range through its support of independent, self-directed, purposeful learning activities with stimulating, multifunctional learning materials in a free, accessible learning environment. Children have the opportunity to think and behave imaginatively through the processes of curiosity and exploration. This is not to say that the Montessori method is the only type of pedagogy that can develop childrens creativity. Mainstream early years settings and primary schools are certainly capable of doing so: although there is more emphasis on teacher-led, carefully planned, systematic learning, there is still scope for the development of childrens creativity. The Montessori method, while different to traditional learning methods in many respects, achieves the same outcome, but in a very different way. In Montessori s ettings that faithfully follow Montessoris underlying principles, children can acquire and develop the three qualities that Montessori believed were necessary for creative endeavours: firstly, a remarkable power of attention and concentration; secondly, a considerable autonomy and independence of judgement; and, thirdly, an expectant faith that remains open to truth and reality (Nunn, 2010). Montessori believed that all children possessed tremendous creativity. This creativity is directed towards becoming a developed individual, endowed with a sensitive soul, an eye that sees and a hand that obeys (Nunn, 2010). This was Montessoris idea of the basic qualities inherent to a creative individual: these qualities, if given the chance to develop through the correct implementation of the Montessori method, will serve the child throughout their educational career and subsequently during their adult lives. Evaluation of my learning and its management I needed to ensure, for the purposes of this module, that I supported my transfer from an initial teacher training course to an educational studies course. In order to build a bridge between the two, I needed to find a topic that related, in some way, to one module from my previous course, and another module from my new course. In order to support my transition between courses, I needed to investigate a topic of which I had prior knowledge and experience of writing about, and think about it less in terms of the practical teaching context, and more in theoretical terms of how children learn, with the possibility of considering broader educational issues. In truth, my reason for choosing to focus on the Montessori method of education happened somewhat by chance. The idea was not suggested to me, nor did I harbour any previous interest in it. I first became interested in the Montessori method, however, when a lecturer gave me a piece of advice on another piece of written work for a different module. I was advised to consider Montessoris ideas on fantasy play, as the lecturer felt that it would lead to an interesting argument. It was because of this advice that I decided to investigate the Montessori method in more depth, forming an interest in it in the process, which also helped me to complete the piece of work from the other module. The Montessori method of education, so I thought, focused on early years education; I therefore felt that it could be regarded as an early years issue. Consequently, the first module chosen as the basis for this independent learning module related to early years issues. Before I began this assignment, I knew very little about the Montessori method of education. I was aware that they used an array of specialised Montessori materials, but I was unaware of what was particularly different or unique about them. I then discovered that, although comparatively few in number, Montessori primary schools existed in the United Kingdom. This meant that I could investigate an aspect of the Montessori method in the context of one of my previous modules, which were tailored to primary school, as opposed to early years, education. I chose to link this to a module from my previous course concerning creativity in the primary curriculum, as, honestly, it was the only one at the time that I thought I could attempt to link to the early years module on my current course. As I mentioned, my first discovery was that there are some Montessori settings, albeit not many, that cater for children beyond the early years. I also discovered that the implementation of the Montessori method was completely different to anything I had read about or observed before. Its principles were based on self-directed, independent learning; children seemed to enjoy a considerable amount of freedom. Each class had an age range of three years. Children were even taught how to use sharp knives from a very early age. All of these ideas, and many others, surprised me, and I wondered how this system could possibly work. However, I knew that the system must work; otherwise Montessoris ideas and theories would not have made it past the drawing board stage. It was then my task to find out how this system worked on a daily basis, which I found interesting as it made what I considered to be an improbable educational system possible. Regarding the development of childrens creativity, when I found out about the implementation of the Montessori method, both in early years and primary school education, I found out that it was the children themselves, and the learning environment, that were responsible for nurturing the skills and attributes necessary to promote their creative development. It was not the teachers overall responsibility, although they could intervene as and when necessary. As before, I found this interesting as it was a new concept and a new way of thinking to me. On reflection, I might have chosen differently. There are two reasons for making this statement. Firstly, the idea of creativity with regard to the Montessori method is a comparatively small area for discussion, and it was difficult to find suitable research materials. I found it difficult to make sense of, and synthesise, the information available to me. Although, as I discovered, Montessori did have her own views on

Effect of Schemas on Understanding the Social World

Effect of Schemas on Understanding the Social World Zoe Crackett WITH REFERENCE TO RELEVANT RESEARCH STUDIES EVALUATE THE EXTENT TO WHICH OUR UNDERSTANDING OF THE SOCIAL WORLD IS CONSTRAINED BY OUR SCHEMAS This[p1] essay looks to assess the degree to which our perception of the social world is driven by how our knowledge is brought together and presented to ourselves. Bartlett (1932) used the concept of schema, which has been defined for this essay, to explain how people can call on subconscious categorisations. Buchanan et al (2009) claim that schematic processing is both efficient and an effective method of understanding but pre-existing schema can mean that the processing is constrained. Cognitive psychologists are concerned with how people perceive others, situations and events within their own social world. To explore the claim the essay uses studies where schema and expectations have been tested such as Bartlett (1932) ‘War of the Ghosts’ story as well as how what we expect can be wrong. Fritz Heider was one of the first psychologists to study social cognition in terms of (how) understanding how people make sense of the social world relates to (concatenation – not sure what this word is) of events. Heider and Simmel (1944) used a series of cartoons to demonstrate how cause and effect works. In the study participants were asked to describe what they saw in the cartoons. In the first group participants were asked just to describe what they saw whilst the other two groups were asked to describe what they saw as if the objects were people. The third group saw the cartoons played backwards. Heider and Simmel found that all but one of the participants in the first group described the cartoons using human terms. In this way Heider claims that people act as â€Å"naà ¯ve psychologists† by trying to make sense of events or people by looking for predictability using cause and effect (Heider and Simmel, cited in Buchanan et al, 2009, p60-61). The term schema defines a type of cognitive structure that may present itself as a typical object or event that a person has knowledge of; this allows the person to process the object or event and act or react accordingly. A person uses schema when they perceive situations and other people to aid them in responding to them. Bartlett (1932) used the term schema when describing how English people retold a Native American folk tale but each time the tale was retold it would change to be more ‘English’. Detail from the original tale would be omitted where it may be thought of as not relevant or altered to something more familiar that the teller was able to relate to (Bartlett, cited in Brace and Roth, 2009, pp131-132[p2]). Social psychologists have identified person,role and event schema. These are mental structures that a person uses that hold knowledge on different types of people, expected behaviour and social situations respectively. The knowledge allows for generalisation of the object or event. For example in Buchanan et al (2009) reference is made to a TV commercial taken with four different camera angles. In the first shot a white youth with a shaven head wearing combat trousers and Doc Marten boots is seen running. From the first shot the assumption of ‘skinhead’ can be used as the description is that which would be attributed to a skinhead. This in turn would lead to thoughts relating to criminal behaviour such as aggression and violence. The second shot shows the youth running towards a man who is smartly dressed. Through the final two shots the viewer is given two more camera angles and sees further information. By the time the viewer sees the fourth shot they may have already formed the opinion that the youth is going to assault the smartly dressed man. However the fourth shot shows the full picture to the viewer; the youth was not running towards the man to assault him but is intent on pushing him out of the way of a pallet of bricks that is about to fall and injure him (Buchanan et al, 2009 p63–64). Buchanan et al (2009) have described schema as generalised representations. In the case of the ‘skinhead’ youth in the above example the generalisation has also invoked stereotypical perceptions that people project on to others. Buchanan et al claim these generalisations leave room for some form of variation however it is not explained how stereotypes are learned. Sometimes how something is perceived can be inaccurate. Tajfel stated that it is possible to over generalise and as a result have a tendency to stereotype (Buchanan et al p66[p3]). An integral feature of schema is that the knowledge they contain is defined as shared knowledge in other words it is not just particular to a person or event. Schema needs knowledge to be shared in order that it is effective. Schema is self-confirming. By providing expectations based on what a person thinks they know or understand to be true, what is actually presented can be distorted, as in the Bartlett experiment. By self-confirming it supports the claim that schema constrain peoples understanding of the social world (Buchanan et al, 2009, pp65-68). In an experiment by Darley and Gross (1983) college students were shown a video tape of a character called Hannah and asked to critique her academic ability. The students were introduced to her as being either from a high or low socio-economic status. Some students were also shown a video of ‘Hannah’ answering a set of questions in an oral exam. Whilst there was no apparent pattern as to whether ‘Hannah’ was answering more questions correctly or incorrectly those that saw Hannah as higher socio-economic status as well as the exam judged her to have higher academic ability. Darley and Gross surmised that although the information can be the same information is processed according to expectations (Darley and Gross, cited in Buchanan et al, 2009). The Darley and Gross study demonstrates how schema can simplify lots of information, this also allows relevant information to be extracted more quickly. A person simply needs to access processing knowledge in order for that person to understand what is happening however as demonstrated by the tv commercial showing the youth if only one part is shown the subsequent response can be inaccurate and the person may look for sign posts from within their own expectations rather than taking cues from their present environment. As such that person makes a fundamental attribution error (FAE) (Buchanan et al p75). Kahneman and Tversky (1973) explored how FAEs can be made easily. They used short vignettes to describe a seemingly random person. The participants were given deliberately vague descriptions of a person and they were asked to judge the likelihood that the person described was a lawyer. Participants were told that the person described had come from a room of people where either seventy or thirty per cent were lawyers. In both conditions the participants gave the probability the person described was a lawyer was fifty per cent. The participants ignored relevant information that they had been given and focused on the descriptions they read (Kahneman and Tversky cited in Buchanan et al, 2009) In conclusion schema assists a person to cut out a lot of irrelevant information and process other detail quickly, however as a result other important information can be accidentally discarded. For schema to work they require knowledge to be shared with others so that everyone is able to respond. People make assumptions based on what they think they know and apply it to the situations they see. As demonstrated by the TV commercial unless a person sees the all the information at the same time their judgements can be wrong but also it demonstrates, through the extra pieces of information on each shot, that they can be changed. Generally schema can work well as left to their own devices it is possible for a person to make errors in judgement. The claim made by Buchanan et al (2009) is that a person is compelled to make a judgement in the social world based on pre-existing patterns of thought is to some extent correct, however the person also has the ability to change. 1329 words References Brace, N. and Roth, I. (2009) ‘Memory: structures, processes and skills’ in Miell, D., Phoenix, A. and Thomas, K. (eds) Book 1 Introduction and Chapters 6 – 9 DSE212 Mapping Psychology. Milton Keynes, Open University pp 111 – 170 Buchanan, K., Anand, P., Joffe, H. and Thomas, K. (2009) ‘Perceiving and understanding the social world’ in Miell, D., Phoenix, A. and Thomas, K. (eds) Book 1 Introduction and Chapters 6 – 9 DSE212 Mapping Psychology. Milton Keynes, Open University pp 57 – 109 1 [p1]An effective introduction which states the issue and states how you mean to tackle the essay [p2]Good use of evidence to support your point here. [p3]Good use of this example to illustrate how schematic processing can produce generalisations and stereotyping.

Bangladesh :: essays research papers

The area know as Bangladesh was a political backwater instead of being involve in any of India political or military events the area which is call Bangladesh now just sat back and watch. Bengal which is what Bangladesh use to be call historians believe that Dravidian speaking people move in the area around 1000 B.C. and they were give the name Bang. This Home land had various names which reflected tribal names like Vanga, Banga, Bangala, Bangal, and Bengal. The first great empire that spread over Bangladesh was the Mauryan Empire, and the ruler was Asoka westeren parts of Bengal achieved some importance during Mauryan period. Buddhism was brought to Bengal by Asoka son when he took over. When Mauryan Period was over in eastern Bengal it became know as the kingdom of Samatata; although politically independent, it was a tributary state of the Indian Gupta Empire. The third great empire was Harsha Empire which drew Samatata into loosely administered political structure. The disunity in this empire allowed a Buddhist chief name Gopala to seize power over Bengal, and he started the first pala dynasty. Him and his succersors provide Bengal with there first stable government. Islamization of Bengal, 1202-1757   Ã‚  Ã‚  Ã‚  Ã‚  The Turkish took over Bengal in the early thirteen century. The take over was a long thought out process that began in Afghanistan with military forays Mahmud of ghazni. Bengal had loosely associated with Delhi Sultanate which was established in 1206. In 1341 they became independent from delhi, and Dhaka and established there independent governors of independent Bengal. The turks ruled for about seven dedcades before the conquest of Dhaka by forces of the Mughal Emperor Akbar the great. Bengal was under Mughal until the decline in the early eighteenth century. Under Mughal power Bengal was one of the richest empires of there time, and also a lot of things were created like there first calendar and also they started collected money on people house, and also there land. The British had a lot influence on there economic in the twentieth century. The country was drained from keeping up Mughals army, and he really did not do anything to help out the people of the count ry because over 40,000 slaves were caught by pirates and use as slaves. The locals had to force him to appoint powerful generals as governors. Although they were not protected well they manage to keep up there Agricultue expanded trade was still encourage, and Dhaka became one of the best textile trade.

My Philosophy and Theory about English Teaching Essay -- Teaching Educ

My Philosophy and Theory about English Teaching Teaching is a performance, a journey, and a battle. It is political, it is taxing, and its rewards are often not reaped until years later. A classroom requires quick thinking and reactions, and the modern teacher must succeed in lives of teenagers that are becoming increasingly more tenuous and complicated. All of these items factor into why everything a successful teacher does must have the firm backing of his or her own teaching philosophy and theory. When I stand in front of my first English class and begin my effort at teaching, the farthest things from my mind will be the academic battles between the proponents of whole language and phonics. I will not be thinking about whether my ideas are at odds with Bertonneau's, or whether I will be doing Maxine Greene proud. All of these ideas will have gelled together to form my very own teaching philosophy and theory, so that I always have my own frame of reference to carry me through any situation I may face as a teacher. This is what the construction of a teaching philosophy and theory is all about - creating something that is deeply personal to your own goals as a teacher, something that is ever-evolving, yet still rooted in its original objectives. This paper is divided into separate philosophy and theory sections, but the two will form an ever-evolving, symbiotic relationship to my success as a teacher. My teaching theory - how my students go about reaching the goals explained in m y philosophy - will be based directly upon my philosophy, so it is important to discuss my philosophy first. My Teaching Philosophy What is most important about my own teaching philosophy is my intended outcomes for my students. What do I wa... ...igh school graduate has the common experience of reading Shakespeare, and this is another reason we read classics. Part of my theory on literature includes the meshing of older classics with new, even pop-culture, readings that balance the class and make it exciting. A teacher's philosophy and theories that accompany it must be ever changing to be successful. Someone once said that, "He who dares to teach must never cease learning." This is especially true for constructing a philosophy and theory. As English is an "open" subject - one that can continuously grow and change - I fully expect my philosophy and theory to undergo many changes as I venture into my career. My primary goals as an English teacher are, in essence, to get students to think and communicate effectively, and I believe that my philosophy and theory lend credence and support to this basic goal.

Linguistics and Language

1. The underlying assumptions, theories, and methods used by psychologiest, linguists, and researchers are believed to strongly affect the way each defines psycholinguistics. Please discuss some different conceptions of psycholinguistics in its relation to other branches of linguistics. Then, define yours. One of your reference should be â€Å"fundamentals of Pyscholinguistics by Fernandez and Cairns (2010)†OPsycholinguistics is an interdisciplinary field of study in which the goals are to understand how people acquire language, how people use language to speak and understand one another, and how language is represented and processed in the brain. Psycholinguistics is primarily a sub-discipline of psychology and linguistics, but it is also related to developmental psychology, cognitive psychology, neurolinguistics, and speech science (Fernandez: 2011). OPsycholinguistics examines the psychology of language; psycholinguistics is the name given to the study of the psychological processes involved in language.Psycholinguists study understanding, producing, and remembering language, and hence are concerned with listening, reading, speaking, writing, and memory for language. (Harley, Trevor A. 2001. The Psychology of Language. ) O†Psycholinguistic studies have revealed that many of the concepts employed in the analysis of sound structure, word structure, and sentence structure also play a role in language processing. However, an account of language processing also requires that we understand how these linguistic concepts interact with other aspects of human processing to enable language production and comprehension. ( William O'Grady, et al. , Contemporary Linguistics: An Introduction. Bedford/St. Martin's, 2001 O†Psycholinguistics, there is a constant exchange of information between psycholinguists and those working in neurolinguistics, who study how language is represented in the brain. There are also close links with studies in artificial intel ligence. Indeed, much of the early interest in language processing derived from the AI goals of designing computer programs that can turn speech into writing and programs that can recognize the human voice. (John Field, Psycholinguistics: A Resource Book for Students. Routledge, 2003) OPsycholinguistics refers to the efforts of both linguists and psychologists to explain whether certain hypotheses about language acquisition and language competence as proposed by contemporary linguistic theories (e. g. : transformational generative grammar) have a real basis in terms of : perception, memory, intelligence, motivation, etc. (Hartmann and stork: 1973) Oâ€Å"†¦.. psycholinguists are interested in the underlying knowledge and abilities which people must have in order to use language in childhood.I say â€Å"underlying knowledge and abilities† because language, like all systems of human knowledge, can only be inferred from the careful study of overt behavior. † (Dan Isa ac Slobin: 1979) OBased on my reading, Psycholinguistics is study about language acquisition, language used one another, and study how language is represented and processed in the brain. Psycholinguistics is primarily a sub-discipline of psychology and linguistics, but it is also related to developmental psychology, cognitive psychology, neurolinguistics, and speech science. . Linguistic analysis might use similar language data or language corpuses as the object of analysis. Please give an example of language use which can be analyzed from different point of view, particularly from semantics, pragmatics, socialinguistics, discourse analysis, and psycholinguistics. Support your answer in term of their focuses of analysis. How are they similar, different, and how are they related one other. Linguistics study about human language as communication. In other hand, linguistics as fild of study that the object is language. Semantics is one of study that hand-in-hand with pragmatics. specia lizing in semantics studies, languageis study about the meaning of words, that is influenced by the context in which the words are presented. Semantics study how words are given meaning by their structure, tone, and the situation in which they are used.  ·Pragmatics is concerned with the role of context in the interpretation of meaning.  ·Pragmatics and semantics is different parts but the same general study. Both semantics and pragmatics are concerned with people’s ability to use language meaningfully.While semantics is concerned with a speaker’s competence to use the language system in producing meaningful utterances and processing (comprehending).  ·Sociolinguistics a close neighbour of psycholinguistics, can be defined as the linguistic study dealing with the functioning of language in society. Sociolinguitics has to do with the study of language from the viewpoint of how social, regional, individual and historical aspects influence the language and its use i n society which is specifically called speech community. OPsycholinguistics is the study of language acquisition and linguistic behavior.Psycholinguistics refers to the efforts of both linguists and psychologists to explain whether certain hypotheses about language acquisition and language competence as proposed by contemporary linguistic theories (e. g. : transformational generative grammar) have a real basis in terms of : perception, memory, intelligence, motivation, etc. (Hartmann and stork: 1973)  ·Discourse Analysis is approaches to analyzing written, vocal, or sign language use. discourse analysis is, like descriptive linguistics, a way of studying language.It may be regarded as a set of techniques, rather than a theoretically predetermined system for the writing of linguistic ‘rules'. (Yule, George. 1983. Discourse Analysis. Cambridge: Cambridge University Press). ‘Doing discourse analysis certainly involves doing syntax and semantic, but it primarily consists o f doing pragmatics. In discourse analysis, as in pragmatics, we are concerned with what people using language are doing, and accounting for the linguistic features in the discourse as the means employed in what they are doing. . The objects of psycholinguistic studeis are addressed to language production, acquisition, and comprehension. Could you explain how are the processes of the three language uses in term of psycholinguistics analysis.  ·Language production based on Levelt, speech production divided into four stage; I. Conceptualization and formulation Primitive linguistic concept about first conceptualized in human mind by David Mcneill stated that linguistic concepts are formed as two current and parallel modes of taught. These are syntactic thinking and imagistic thinking.Then syntactic thinking and imagistic thinking ellaborate to conceptualize conversation in which speech utterance and gestures to be tied together in time. But this concept has gone record. Formulation as the output of the process language production. Lashely stated that production and comprehension of speech is linear process. Based on tradition od examining speech production, sleep tangue as a window of the formulation process. II. slips of the tongue Slip of the tongue is normal mistake, it happen to catch the goof ourselve. Then we can immediately correct. Slip the tongue as the production process . ut this concept has gone record too. III. Articulation In this stage we consider about what happens when all of he information go from our brain to articulation. IV. Self-Monitoring Self – monitoring seems that as final stage. It is not only produce speech and listen one to another, but also to keep one ear open on what they themselve saying.  ·Language acquisition Language acquisition is the process by which humans acquire the capacity to perceive and comprehend language, as well as to produce and use words[-;0] and sentences[-;1] to communicate. Language acquisition began the same with the cognitive science at 1950’s.Chomsky argued that language acquisition falsified these beliefs in a single stroke: children learn languages that are governed by highly subtle and abstract principles, and they do so without explicit instruction or any other environmental clues to the nature of such principles. While Hence stated language acquisition depends on an innate, species-specific module that is distinct from general intelligence. Chomsky believes that every child has a ‘language acquisition device’ or LAD which encodes the major principles of a language and its grammatical structures into the child’s brain.In other point of view There are five stages in language acquisition stated by Chumbow and Adegbija (1984) such as babbling stage, the holophrastic stage, the two-word utterances, the telegraphic stage and recursive stage.  ·Language comprehension Clark and Clark argue that language comprehension is mental process by listeners ta ke in the sounds uttered by speaker and use them to construct an interpretation of what they think the speaker intended to convey. (Clark and Clark: 1977)In sum up, language comprehension is building the meaning from sounds.While Language comprehension is generally viewed in cognitive theory as con-sisting of active and complex processes in which individuals construct meaning from aural or written information (Anderson 1985; Byrnes 1984; Call 1985; Howard 1985; Pearson 1985; Richards, 1983). An-derson (1983, 1985) proposes that the mental processes necessary for comprehending aural and written texts are sufficiently similar that comprehension of both can generally be discussed as a common phe-nomenon. 4. Following Clark and Clark (1977), comprehension involves two processes-construction and utilization processes.The first is concerned with the way listeners construct an interpretation of a sentence from the speakers’ words. The second deals with how listeners utilize this int erpretation for further purposes for registering new infromation, answering questions, following orders, and registering promises. What really happens in our cognitive domains (memory) for both processes? Examplify your answer that the first happens earlier than the second OClark and Clark (1977) say that short-term memory is roughly related to the working memory in the construction process; long term memory is dealt with the process of utilization.In other word In short, short-term just focus on the surface of the utterance (how the sentence is constructed) while the long one concern on the meaning more (how the sentence is properly utilized). Outilization, consists of relating a mental represen-tation of the text meaning to declarative knowledge in long-term mem-ory. This process is referred to as elaboration in other descriptions of the reading process. Utilization is the key to comprehension and the basic determinant that facilitates it. In any mes-sage, there may be an interpla y between information we already know and information that is entirely new. . Production of a speech requires speakers to plan what to say before its execution. Theoritically, the plan begins firstly with discourse plan followed by sentence plan and, at last, constituent plan. What should be the underlying concepts of this order? In the execution of a speech plan, several mental activities happen, what are they? Explain your answer OSpeech production is the process by which spoken[-;2] words are selected to be produced, have their phonetics[-;3] formulated and then finally are articulated by the motor system[-;4] in thevocal apparatus[-;5].Speech production can be spontaneous such as when a person creates the words of a conversation[-;6], reaction such as when they name a picture or read[-;7] aloud a written word[-;8], or a vocal imitation such as in speech repetition[-;9]. Speech production is not the same as language production since language[-;10] can also be produced manually by signs[-;11]. The production of spoken language[-;12] involves three major levels of processing. The first is the processes of conceptualization[-;13] in which the intention[-;14] to create speech links a desired concept to a particular spoken word to be expressed.The second stage is formulation in which the linguistic[-;15] form required for that word's expression is created. This process involves such processes as the generation of a syntactic[->16] frame, and phonological[->17] encoding which specifies the phonetic[->18] form of the intended utterance, the third stage is articulation[->19] which involves the retrieval of the particular motor phonetics[->20] of a word and the motor coordination[->21] of appropriate phonation[->22] and articulation by the lungs, glottis, larynx, tongue[->23], lips[->24], jaw[->25], and other parts. Levelt, WJ (1999). â€Å"Models of word production. â€Å"[->26]. Trends in Cognitive Sciences 3 (6): 223–232) 6. Children acquire language fas ter than adults’. Please give your arguments to agree or disagree to this statement. How do children use their utterance compared to adult. You should refer to, at least, four references. OChomsky points out that a child could not possibly learn a language through imitation alone because the language spoken around them is highly irregular – adult’s speech is often broken up and even sometimes ungrammatical.In ways understanding and establish meaning in words, children and adults are different. Children tend to focus more on the superficial physical characteristics of an object when defining the prototype for an object and when comparing a stimulus to that prototype. Thus, children will gradually their understanding of an object. Steinberg at all (2001) conclude the progress started from vocalization to babbling, babbling to speech, naming and using holophrastic for one word utterances, and using telegraphic speech for two and three words utterances.Another exper t Mc Neill in Steinberg at all (2001:36) gives another opinion that the child who is learning language can compare the language that they have in their mind with what they hear from his parents. Children give priority to collocational links between words. For example, a child might respond with the word ‘night’ when told the word ‘dark’, whereas an adult more likely to respond with the word ‘light’ when presented with the same word ‘dark. Children may take time to discover the criteria by adult classify item as co-ordinates. 7.Language structure and language function can be seen differently by different scholars from the side of the meaning of an utterance. Please discuss your opinion about the function approach to meaning (the procedures and uses) Outterances has different meaning in context (including the situation, condition, location and the time in which the utterances are produced). For example : †Masak begitu saja jadi gila s ih? † this utterance May be in giving support or motivate somebody who just got disappointed or depressed. 8. Please quote a mass demonstrant’s discourse (at least consisting of ten sentences).Please analyze psycholinguisticly the discourse of the demonstrant by considering his/her mass psychology. ODemo guru bantu : ‘angkat kami jadi PNS. Kami telah lama mengabdi untuk negri ini. Kalau kami tidak diangkat jadi PNS, gaji kami tidak cukup untuk memenuhi kebutuhan primer kami. Yaitu kebutuhan hidup keluarga dan kebutuhan pendidikan anak-anak kami. Guru bantu perlu diperhatikan kesejahteraan hidupnya. Dari demo guru di atas terlihat semua individu memiliki kepentingan menjadi satu yaitu meminta kenaikan Gaji yang tidak sesuai standar untuk memenuhi kebutuhan utama.Dari kalimat demo di atas, setiap idividu guru lebih memiliki power yang lebih besar untuk meminta kenaikan gaji dikarekan mereka bersatu menjadi satu. OMass psychology is a branch of social psychology[->27 ]. Mass psychology is concerned with the behaviour and thought processes of individual mass members and the mass as a whole. The main idea of Sigmund Freud[->28]'s crowd behavior theory is that people who are in a crowd act differently towards people from those who are thinking individually.The minds of the group would merge to form a way of thinking. Each member's enthusiasm would be increased as a result, and one becomes less aware of the true nature of one's actions. Other major thinkers of crowd psychology include Rene Girard[-;29], Gustave Le Bon[-;30], Wilfred Trotter[-;31], Gabriel Tarde[-;32],Sigmund Freud[-;33], Elias Canetti[-;34], Steve Reicher[-;35] and Julia Constintine. 9. How do you agree (support) or disagree to the following ideas: a. language need not be taught, nor can it be suppressedOI agree that language need to be taught nor can be suppressed, Fernandez stated that language acquisition in the child is a naturally unfolding process, Every normal human acquires alinguistic system, and failure to do so is evidence for some sort of pathology. that children need to experience social, interactive language in order to acquire language. In fact, people acquire language at about the same speed during about the same age span, no matter what kind of cultural and social situation they grow up in. b. hildren everywhere acquire language on a similar developmental schedule OI agree that children everywhere acquire language on a similar developmental schedule. Based on (Fernandez: 2011) state that babies coo in the first half of their first year and begin to babble in the second half. The first word comes in the first half of the second year for just about everyone. In all societies, babies go through a one-word stage, followed by a period of early sentences of increasing length; finally, complex sentences begin. By the age of 5 the basic structures of the language are in place, although fine-tuning goes on until late child-hood.Children all over the wo rld are sensitive to the same kinds of language properties, such as word order and inflection. They make remarkably few errors, but their errors are of a similar type. While there is much individual variation in the age at which children acquire aspects of language, that variation is conditioned by individual char-acteristics of the child rather than by the language being acquired or the culture in which the language is used. c. language is universal in human being OI agree with that statement about there are close to 7,000 languages spoken in the world today and, on the surface, they differ greatly.However, there are profound similarities among the languages of the world – so many similarities, in fact, that human language can be thought of as a single entity. Language universals result from the way the human brain organizes and processes linguistic information: language universals are a product of human neurology. Thus, a person’s ability to acquire and use language is natural These universals do not derive from social, cultural, or general intellectual characteristics of humans. Instead, List of references: Clark, H. H. and E. V. Clark (1977): Psychology and Language, New York, Harcourt Brace Jovanovich.Fernandez, Eva M. (2011). Fundamental of psycholinguistics. Oxford. Wiley-Blackwell Steinberg, at all (2001): Psycholinguistic: Language, Mind, and World. Malaysia, Pearson Education. Scovel, T (2001): Psycholinguistics. Hong Kong, Oxford University Press. Yasin, Anas. (2010). Tindak Tutur: sebuah model gamatika komunikatif. Padang: Sukabina Press [-;0] – http://en. wikipedia. org/wiki/Word [-;1] – http://en. wikipedia. org/wiki/Sentence_(linguistics) [-;2] – http://en. wikipedia. org/wiki/Spoken [-;3] – http://en. wikipedia. org/wiki/Phonetic [-;4] – http://en. wikipedia. rg/wiki/Motor_system [-;5] – http://en. wikipedia. org/wiki/Vocal_apparatus [-;6] – http://en. wikipedia. org/wiki/Conversati on [-;7] – http://en. wikipedia. org/wiki/Reading_(process) [-;8] – http://en. wikipedia. org/wiki/Writing [-;9] – http://en. wikipedia. org/wiki/Speech_repetition [-;10] – http://en. wikipedia. org/wiki/Language [-;11] – http://en. wikipedia. org/wiki/Sign_language [-;12] – http://en. wikipedia. org/wiki/Spoken_language [-;13] – http://en. wikipedia. org/wiki/Conceptualization [-;14] – http://en. wikipedia. org/wiki/Intention -;15] – http://en. wikipedia. org/wiki/Language [-;16] – http://en. wikipedia. org/wiki/Syntactic [-;17] – http://en. wikipedia. org/wiki/Phonological [-;18] – http://en. wikipedia. org/wiki/Phonetic [-;19] – http://en. wikipedia. org/wiki/Manner_of_articulation [-;20] – http://en. wikipedia. org/wiki/Phonetics [-;21] – http://en. wikipedia. org/wiki/Motor_coordination [-;22] – http://en. wikipedia. org/wiki/Phonation [-;23] – http://en. wikip edia. org/wiki/Tongue [-;24] – http://en. wikipedia. org/wiki/Lip [-;25] – http://en. wikipedia. org/wiki/Jaw -;26] – http://www. columbia. edu/~rmk7/HC/HC_Readings/Levelt. pdf [-;27] – http://en. wikipedia. org/wiki/Social_psychology [-;28] – http://en. wikipedia. org/wiki/Sigmund_Freud [-;29] – http://en. wikipedia. org/wiki/Ren%C3%A9_Girard [-;30] – http://en. wikipedia. org/wiki/Gustave_Le_Bon [-;31] – http://en. wikipedia. org/wiki/Wilfred_Trotter [-;32] – http://en. wikipedia. org/wiki/Gabriel_Tarde [-;33] – http://en. wikipedia. org/wiki/Sigmund_Freud [-;34] – http://en. wikipedia. org/wiki/Elias_Canetti [-;35] – http://en. wikipedia. org/wiki/Steve_Reicher